52 Ways to Make Your Campus Budget More Sustainable

The United States appears to be at a tipping point regarding sustainable practices. Many schools have taken some action and would like to do more to implement sustainable environmental practices and programs on campus. But because of new concepts and changing technology, school administrators and faculty often do not have a plan for accomplishing this. What follows is a short summary of current best environmental stewardship practices promoted by the Leadership in Energy and Environmental Design (LEED) and the Council for Spiritual and Ethical Education (CSEE). 

There are many elements to sustainable practices. The Environmentally Conscientious School, by CSEE, a free publication (www.csee.org), divides the comprehensive term "stewardship" into 10 categories or classifications: energy, solid waste, paper, beverage containers, compostables (food, soiled paper, organic debris), water, hazardous materials, school grounds, building design/construction, and environmental justice. Similar classifications are used here. 

Energy

Energy reduction is a natural starting point, because it saves schools money and has the largest single impact on the environment. According to LEED (www.usgbc.org), buildings in the United States consume more than 30 percent of total energy and 60 percent of electricity usage. Energy costs in schools are often the highest single expense after salaries and benefits. 

Schools typically purchase power from utilities, which generate most of their electrical power from fossil fuels. Each megawatt of electricity generated from coal-fired plants releases 2.25 pounds of carbon dioxide (think global warming) and 13 pounds of sulfur dioxide (think acid rain) into the atmosphere. Gasoline fuel also produces these gases, although in lesser quantities. Your school probably uses enough power to produce many thousands of pounds of both. Nuclear powered plants do not produce these gases, but storage and safety of spent nuclear fuel rods are still unsolved problems. 

In addition to costs and environmental concerns, uncomfortable building temperatures and artificial lighting have effects on human performance. Students in day-lit schools in North Carolina consistently scored higher on tests than students in schools using conventional lighting fixtures. A study in Oregon estimates that buildings meeting LEED commissioning standards increase employee productivity by $.10 per square foot through reduced complaints by building occupants and save $.11 per square foot in direct costs. 

The reasons to reduce energy usage are many, and there are numerous methods to make such reductions. The bad news is that making reductions in energy use usually requires school to invest in new equipment. The good news is that the investments pay for themselves over time in cost savings, sometimes very quickly. Below are actions to reduce energy consumption: 

Water

Water availability is or is becoming a major concern in some parts of the U.S. Between 1990 and 2000, public use of water increased 12 percent throughout the country. Water conservation helps ensure adequate water resources for the future and also reduces wastewater treatment, energy, maintenance, and chemical costs to the school. Methods for reducing use: 

Paper, Beverage Containers, and Solid Waste

According to www.zerowasteamerica.org every person in the U.S. generates well over a ton of waste each year. Much of it is recyclable. Paper constitutes a significant percentage of a school's waste stream. Drink containers are another common waste item. These facts make a recycling program the "low-hanging fruit" in this area of sustainability. Other ideas are: 

Compostables 

Schools often provide food service that generates a considerable amount of recyclable waste. According to www.compostguide.com, compost is one of nature's best mulches and soil amendments and can be used in place of commercial fertilizers. Best of all, compost can be made without spending a cent. Using compost improves soil structure, texture, and aeration and increases the soil's water-holding capacity. Compost loosens clay soils and helps sandy soils retain water. Adding compost improves soil fertility and stimulates healthy root development in plants. The organic matter provided in compost provides food for microorganisms which keep the soil in a healthy, balanced condition. Nitrogen, potassium, and phosphorus will be produced naturally by the feeding of microorganisms, so few if any soil amendments will need to be added. And it reduces landfills. 

Safe Materials and Healthy Air

Hazardous materials in schools are usually confined to science labs, maintenance areas, and cleaning storerooms. School accreditation standards, code requirements, insurance company recommendations and common sense do a good job in protecting people and the environment from toxic materials. Building requirements related to ventilation ensure that outside air is circulated in classrooms, gymnasiums, and offices. Most schools have become smoke-free by choice or by law. But more can be done: 

School Grounds

The goal is to make the campus as toxic-free as possible. Many of the recommendations above will have an impact on the grounds. Ridding the school of artificial fertilizers, pesticides, and other chemicals, as recommended above, should make the grounds safer for student and faculty use. Composting will enrich the soil for plant growth. Replacing invasive plants and protecting native species will lessen the need for chemicals and water. Other ideas: 

Building Design/Construction

This is an area in which a lot of professional help is available. New LEED-certified buildings are going up all over the country and expertise in green architecture and engineering is increasing exponentially. If your school is entering a phase of new construction, consider the following: 

Environmental Justice

Environmental justice refers to how an environmental policy or practice impacts the poor, especially children and mothers. Typically, issues are related to placement of power plants, waste treatment plants, manufacturing with heavy metals, and industries with dangerous by-products in poor neighborhoods. Related issues are urban sprawl, environmental practice's impact on wildlife, clothing made from toxic-free fabric, and doing business with companies that have environmentally friendly practices. 

Education institutions do not produce unusually dangerous by-products. Schools involvement in environmental justice is limited to making its students aware of these important issues, such as: